writing an inquiry unit writing an inquiry unit. inquiry by design authored by dr. emily c. alford...

Writing anWriting an

Inquiry UnitInquiry Unit

Writing anWriting an

Inquiry UnitInquiry Unit

Inquiry by Design authored byInquiry by Design authored byDr. Emily C. AlfordDr. Emily C. Alford

Inquiry by Design authored byInquiry by Design authored byDr. Emily C. AlfordDr. Emily C. Alford

Major writers and Major writers and developers:developers:• Lori HintonLori Hinton• Phyllis HostmeyerPhyllis Hostmeyer

Major writers and Major writers and developers:developers:• Lori HintonLori Hinton• Phyllis HostmeyerPhyllis Hostmeyer

Major contributors:Major contributors:• Katie MarshKatie Marsh• Gloria OggeroGloria Oggero• Renee BrownRenee Brown

Major contributors:Major contributors:• Katie MarshKatie Marsh• Gloria OggeroGloria Oggero• Renee BrownRenee Brown

Project Director and Project Director and Manager:Manager:

Vicki DeWittVicki DeWitt

Project Director and Project Director and Manager:Manager:

Vicki DeWittVicki DeWitt

The workshop trainers will:The workshop trainers will:

• Model the methodsModel the methods

• Provide opportunities for guided Provide opportunities for guided practicepractice

• Support independent practiceSupport independent practice

• Support activities which lead to the Support activities which lead to the use of these strategies in the use of these strategies in the classroom.classroom.

The workshop trainers will:The workshop trainers will:

• Model the methodsModel the methods

• Provide opportunities for guided Provide opportunities for guided practicepractice

• Support independent practiceSupport independent practice

• Support activities which lead to the Support activities which lead to the use of these strategies in the use of these strategies in the classroom.classroom.

Or your money back… .Or your money back… .Or your money back… .Or your money back… .

To begin…select a To begin…select a topic that reflects a topic that reflects a Science or Social Science or Social Studies unit that you Studies unit that you must address in your must address in your district.district.

To begin…select a To begin…select a topic that reflects a topic that reflects a Science or Social Science or Social Studies unit that you Studies unit that you must address in your must address in your district.district.

Math & Language Arts Skills:Math & Language Arts Skills:

• will be taught or used throughout the will be taught or used throughout the unit when appropriateunit when appropriate

• these content areas help students these content areas help students analyze, organize or manipulate data analyze, organize or manipulate data and other information and other information

• help students develop a product help students develop a product during the unitduring the unit

Math & Language Arts Skills:Math & Language Arts Skills:

• will be taught or used throughout the will be taught or used throughout the unit when appropriateunit when appropriate

• these content areas help students these content areas help students analyze, organize or manipulate data analyze, organize or manipulate data and other information and other information

• help students develop a product help students develop a product during the unitduring the unit

Types Characteristics

Life Cycle Habitats

Birds

location

value

body parts

defenses

stages

location

food

conditions

migration

Know and apply conceptsthat explain how living thingsfunction, adapt and change.

Know and apply conceptsthat describe how living thingsinteract with their environment

Read: The Log HotelBy Anne Schreiber

Any AnimalAny Living Thing

State Goal 12, Standard A

State Goal 12, Standard B

EconomyGeography

TypesCulture (interactions)

Communities

community workers

goods and services

wants & needs

location

absolute

relative

place

human features

physical features

rural

urban

government

recreation

religion

housing

Interactions betweenpeople and environmentleads to development ofculture.State Goal 17, A.C.

TypesPeople

Animals Plants

Biomes

climate

rainfall

sunlight

temperature

location

environmental concerns

population

adaptation

occupation

transportation

diet

air/land/water

adaptation

camouflage

migration

hibernation

herbivore/carnivore

life cycle

deciduous

land/water

life cycle

Causes of WarLife in the Colonies

ChangesEvents & Leaders

American Revolution

economic

differences in values

culture

relating to the king

geography

policies

economy

government

culture

documents

turning points

values & ethics

major battles

Continental Congress

Causes of WarTechnology & Strategies

ConsequencesEvents & Leaders

Civil War

economic

differences in values

weapons

troop maneuvers

geography

policies

economy

government

culture

change in war strategies

turning points

values & ethics

major battles

underground railroad

Any conflict

Guided Practice:Guided Practice:

Your task is to select your topic and web Your task is to select your topic and web the important concepts you expect the important concepts you expect students to learn.students to learn.

• place the unit topic in the middle circle place the unit topic in the middle circle

• think about the larger concepts forthink about the larger concepts for your unityour unit

• there will be 3-5 first level concepts there will be 3-5 first level concepts around the main topicaround the main topic


Your task is to select your topic and web Your task is to select your topic and web the important concepts you expect the important concepts you expect students to learn.students to learn.

• place the unit topic in the middle circle place the unit topic in the middle circle

• think about the larger concepts forthink about the larger concepts for your unityour unit

• there will be 3-5 first level concepts there will be 3-5 first level concepts around the main topicaround the main topic

THE HOOK

Take a guessTake a guess

The teacher assigns students to small groups and The teacher assigns students to small groups and instructs them to pack up a few of their belongings. instructs them to pack up a few of their belongings. The groups then disperse to different classrooms The groups then disperse to different classrooms throughout the school. After visiting those classrooms throughout the school. After visiting those classrooms for a while, the groups return to their own classroom. for a while, the groups return to their own classroom. They discuss what it was like to be in a strange room. They discuss what it was like to be in a strange room. The students then participate in a matching game. In The students then participate in a matching game. In teams, students move from table to table and look at teams, students move from table to table and look at pictures and objects from areas in their town. Some pictures and objects from areas in their town. Some of these pictures have been taken from unusual of these pictures have been taken from unusual angles so they might not be familiar. They try to angles so they might not be familiar. They try to match those pictures and objects to names of places match those pictures and objects to names of places in town.in town.

The teacher assigns students to small groups and The teacher assigns students to small groups and instructs them to pack up a few of their belongings. instructs them to pack up a few of their belongings. The groups then disperse to different classrooms The groups then disperse to different classrooms throughout the school. After visiting those classrooms throughout the school. After visiting those classrooms for a while, the groups return to their own classroom. for a while, the groups return to their own classroom. They discuss what it was like to be in a strange room. They discuss what it was like to be in a strange room. The students then participate in a matching game. In The students then participate in a matching game. In teams, students move from table to table and look at teams, students move from table to table and look at pictures and objects from areas in their town. Some pictures and objects from areas in their town. Some of these pictures have been taken from unusual of these pictures have been taken from unusual angles so they might not be familiar. They try to angles so they might not be familiar. They try to match those pictures and objects to names of places match those pictures and objects to names of places in town.in town.

ImmigrationImmigrationImmigrationImmigration

Play a variety of music: rock Play a variety of music: rock and roll, pop, jazz, rap, Blues, and roll, pop, jazz, rap, Blues, Motown. Students will draw Motown. Students will draw pictures to show how the pictures to show how the music makes them feel. music makes them feel.

Play a variety of music: rock Play a variety of music: rock and roll, pop, jazz, rap, Blues, and roll, pop, jazz, rap, Blues, Motown. Students will draw Motown. Students will draw pictures to show how the pictures to show how the music makes them feel. music makes them feel.

Black Black HistoryHistoryBlack Black HistoryHistory

The teacher begins the unit The teacher begins the unit by placing a background on by placing a background on the board for a mural. the board for a mural. Students create plant and Students create plant and animal pictures that they animal pictures that they imagine to be found in a imagine to be found in a rainforest. These are rainforest. These are placed on the mural using placed on the mural using poster putty. The teacher poster putty. The teacher reads, “The Great Kapock reads, “The Great Kapock Tree” and removes objects Tree” and removes objects from the mural as she reads from the mural as she reads page after page in the book.page after page in the book.

The teacher begins the unit The teacher begins the unit by placing a background on by placing a background on the board for a mural. the board for a mural. Students create plant and Students create plant and animal pictures that they animal pictures that they imagine to be found in a imagine to be found in a rainforest. These are rainforest. These are placed on the mural using placed on the mural using poster putty. The teacher poster putty. The teacher reads, “The Great Kapock reads, “The Great Kapock Tree” and removes objects Tree” and removes objects from the mural as she reads from the mural as she reads page after page in the book.page after page in the book.

BiomesBiomesBiomesBiomes

Give each student a predetermined Give each student a predetermined dollar amount with the promise of a dollar amount with the promise of a reward that can be purchased at the reward that can be purchased at the end of the day. Throughout the day, end of the day. Throughout the day, impose arbitrary taxes on the impose arbitrary taxes on the students. One amount for a drink of students. One amount for a drink of water; another amount to go to the water; another amount to go to the restroom; another amount to use the restroom; another amount to use the pencil sharpener. Disgruntled studentspencil sharpener. Disgruntled students are invited to move to another are invited to move to another classroom.classroom.

Give each student a predetermined Give each student a predetermined dollar amount with the promise of a dollar amount with the promise of a reward that can be purchased at the reward that can be purchased at the end of the day. Throughout the day, end of the day. Throughout the day, impose arbitrary taxes on the impose arbitrary taxes on the students. One amount for a drink of students. One amount for a drink of water; another amount to go to the water; another amount to go to the restroom; another amount to use the restroom; another amount to use the pencil sharpener. Disgruntled studentspencil sharpener. Disgruntled students are invited to move to another are invited to move to another classroom.classroom.American American RevolutionRevolutionAmerican American RevolutionRevolution

Students will be divided into two Students will be divided into two groups. Popcorn is scattered on the groups. Popcorn is scattered on the floor. One group is given a vacuum, floor. One group is given a vacuum, brooms, and a dustpan. The other brooms, and a dustpan. The other group must pick up the popcorn by group must pick up the popcorn by hand. Students will be paid for the hand. Students will be paid for the amount of popcorn that they pick up. amount of popcorn that they pick up. Repeat the activity with fewer workers Repeat the activity with fewer workers on the side working without tools.on the side working without tools.

Students will be divided into two Students will be divided into two groups. Popcorn is scattered on the groups. Popcorn is scattered on the floor. One group is given a vacuum, floor. One group is given a vacuum, brooms, and a dustpan. The other brooms, and a dustpan. The other group must pick up the popcorn by group must pick up the popcorn by hand. Students will be paid for the hand. Students will be paid for the amount of popcorn that they pick up. amount of popcorn that they pick up. Repeat the activity with fewer workers Repeat the activity with fewer workers on the side working without tools.on the side working without tools.

Civil WarCivil WarCivil WarCivil War

Structure and Function of CellsStructure and Function of CellsStructure and Function of CellsStructure and Function of Cells

The teacher plays a tape of frog songs and asks The teacher plays a tape of frog songs and asks students to guess the sounds they are hearing. students to guess the sounds they are hearing. Pictures of frogs are distributed and teams Pictures of frogs are distributed and teams compare colors, shapes and sizes of the animals. compare colors, shapes and sizes of the animals. They discuss reasons for the diversity. Then They discuss reasons for the diversity. Then they are shown pictures of frogs that are they are shown pictures of frogs that are grotesque. Fifth graders want to know why the grotesque. Fifth graders want to know why the cells of these animals didn’t divide properly.cells of these animals didn’t divide properly.

The teacher plays a tape of frog songs and asks The teacher plays a tape of frog songs and asks students to guess the sounds they are hearing. students to guess the sounds they are hearing. Pictures of frogs are distributed and teams Pictures of frogs are distributed and teams compare colors, shapes and sizes of the animals. compare colors, shapes and sizes of the animals. They discuss reasons for the diversity. Then They discuss reasons for the diversity. Then they are shown pictures of frogs that are they are shown pictures of frogs that are grotesque. Fifth graders want to know why the grotesque. Fifth graders want to know why the cells of these animals didn’t divide properly.cells of these animals didn’t divide properly.

Students are asked to plan a party while the Students are asked to plan a party while the teacher tends to a computer problem. They teacher tends to a computer problem. They are given no guidelines for planning or are given no guidelines for planning or decision making. After 15 minutes the decision making. After 15 minutes the teacher requests the party plan. Students teacher requests the party plan. Students process the obstacles to successful process the obstacles to successful planning.planning.

Students are asked to plan a party while the Students are asked to plan a party while the teacher tends to a computer problem. They teacher tends to a computer problem. They are given no guidelines for planning or are given no guidelines for planning or decision making. After 15 minutes the decision making. After 15 minutes the teacher requests the party plan. Students teacher requests the party plan. Students process the obstacles to successful process the obstacles to successful planning.planning.

United States Constitution

Ideas for HooksIdeas for Hooks

BrainstormingBrainstorming RiddlesRiddles

Scavenger HuntScavenger Hunt Games Games

Simulations Simulations PicturesPictures

Treasure HuntTreasure Hunt Video Video

ChallengesChallenges MusicMusic

Ideas for HooksIdeas for Hooks

BrainstormingBrainstorming RiddlesRiddles

Scavenger HuntScavenger Hunt Games Games

Simulations Simulations PicturesPictures

Treasure HuntTreasure Hunt Video Video

ChallengesChallenges MusicMusic

Guided PracticeGuided Practice

Your task - part 2a: Your task - part 2a:

determine the Hook determine the Hook for your unit.for your unit.


Your task - part 2a: Your task - part 2a:

determine the Hook determine the Hook for your unit.for your unit.

CONTEXT

Goals/Standards: (#’S)

CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed(Number refers to assessment)

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

2a. Enter a short description of the hook in this box of the graphic organizer.

Authentic ConnectionAuthentic Connection

Families from all over the world are Families from all over the world are moving into our communities.. Our nation moving into our communities.. Our nation is know as the “Melting Pot” where people is know as the “Melting Pot” where people of different cultures have settled over the of different cultures have settled over the centuries. The principal asks students to centuries. The principal asks students to interview families that have roots in other interview families that have roots in other countries and create a photo journal countries and create a photo journal explaining the rich history of immigration explaining the rich history of immigration in America. This needs to be completed in America. This needs to be completed in time for the Cultural Fair.in time for the Cultural Fair.


Families from all over the world are Families from all over the world are moving into our communities.. Our nation moving into our communities.. Our nation is know as the “Melting Pot” where people is know as the “Melting Pot” where people of different cultures have settled over the of different cultures have settled over the centuries. The principal asks students to centuries. The principal asks students to interview families that have roots in other interview families that have roots in other countries and create a photo journal countries and create a photo journal explaining the rich history of immigration explaining the rich history of immigration in America. This needs to be completed in America. This needs to be completed in time for the Cultural Fair.in time for the Cultural Fair.


The elementary school principal has asked the The elementary school principal has asked the fourth graders to research Black History and put fourth graders to research Black History and put together a school wide assembly. She also wants together a school wide assembly. She also wants every grade to do a presentation at the assembly. every grade to do a presentation at the assembly. The fourth graders will need to research important The fourth graders will need to research important eras, events, and people. They must also study eras, events, and people. They must also study the contributions of these people and the impact the contributions of these people and the impact that events have made on history. As the students that events have made on history. As the students conduct their research, they will need to locate conduct their research, they will need to locate poems, songs, and skits that various grades could poems, songs, and skits that various grades could perform. They will need to provide these materials perform. They will need to provide these materials to classes prior to the assembly in order to allow to classes prior to the assembly in order to allow each class to practice. each class to practice.


The elementary school principal has asked the The elementary school principal has asked the fourth graders to research Black History and put fourth graders to research Black History and put together a school wide assembly. She also wants together a school wide assembly. She also wants every grade to do a presentation at the assembly. every grade to do a presentation at the assembly. The fourth graders will need to research important The fourth graders will need to research important eras, events, and people. They must also study eras, events, and people. They must also study the contributions of these people and the impact the contributions of these people and the impact that events have made on history. As the students that events have made on history. As the students conduct their research, they will need to locate conduct their research, they will need to locate poems, songs, and skits that various grades could poems, songs, and skits that various grades could perform. They will need to provide these materials perform. They will need to provide these materials to classes prior to the assembly in order to allow to classes prior to the assembly in order to allow each class to practice. each class to practice.

Authentic ConnectionAuthentic Connection: : Authentic ConnectionAuthentic Connection: :

All over the world people are working together to save All over the world people are working together to save special places where plants and animals live and share the special places where plants and animals live and share the same environment. Pandas can’t live without bamboo same environment. Pandas can’t live without bamboo plants; koalas need eucalyptus; Monarch butterflies need plants; koalas need eucalyptus; Monarch butterflies need milkweed plants. Unless people protect these biomes we milkweed plants. Unless people protect these biomes we will lose plants and animals that cannot live anywhere else will lose plants and animals that cannot live anywhere else because they are adapted to special climates. The World because they are adapted to special climates. The World Wildlife Federation is seeking classrooms to develop Wildlife Federation is seeking classrooms to develop infomercials to educate local communities about these infomercials to educate local communities about these issues.issues.

All over the world people are working together to save All over the world people are working together to save special places where plants and animals live and share the special places where plants and animals live and share the same environment. Pandas can’t live without bamboo same environment. Pandas can’t live without bamboo plants; koalas need eucalyptus; Monarch butterflies need plants; koalas need eucalyptus; Monarch butterflies need milkweed plants. Unless people protect these biomes we milkweed plants. Unless people protect these biomes we will lose plants and animals that cannot live anywhere else will lose plants and animals that cannot live anywhere else because they are adapted to special climates. The World because they are adapted to special climates. The World Wildlife Federation is seeking classrooms to develop Wildlife Federation is seeking classrooms to develop infomercials to educate local communities about these infomercials to educate local communities about these issues.issues.

Authentic ConnectionAuthentic ConnectionAuthentic ConnectionAuthentic Connection

A fifth grade teacher asks for help in A fifth grade teacher asks for help in explaining frog malformations that have explaining frog malformations that have shown up the in classes’ vivarium. Despite shown up the in classes’ vivarium. Despite good care the fifth graders are dismayed good care the fifth graders are dismayed because their tadpoles have not lost their because their tadpoles have not lost their tails or grown into the adult stage.tails or grown into the adult stage.

A fifth grade teacher asks for help in A fifth grade teacher asks for help in explaining frog malformations that have explaining frog malformations that have shown up the in classes’ vivarium. Despite shown up the in classes’ vivarium. Despite good care the fifth graders are dismayed good care the fifth graders are dismayed because their tadpoles have not lost their because their tadpoles have not lost their tails or grown into the adult stage.tails or grown into the adult stage.

Authentic ConnectionAuthentic ConnectionAuthentic ConnectionAuthentic Connection

The local Representative to the Illinois The local Representative to the Illinois House asks students to provide basic House asks students to provide basic information to their local community about information to their local community about the United State Constitution by creating a the United State Constitution by creating a website. He worries that because voter website. He worries that because voter turnout is low his community has forgotten turnout is low his community has forgotten the rights and responsibilities of citizenship.the rights and responsibilities of citizenship.

The local Representative to the Illinois The local Representative to the Illinois House asks students to provide basic House asks students to provide basic information to their local community about information to their local community about the United State Constitution by creating a the United State Constitution by creating a website. He worries that because voter website. He worries that because voter turnout is low his community has forgotten turnout is low his community has forgotten the rights and responsibilities of citizenship.the rights and responsibilities of citizenship.

United States Constitution

AUTHENTIC CONNECTION: Levels ofAUTHENTIC CONNECTION: Levels ofAuthenticityAuthenticity

1.1.Someone from within the Someone from within the classroomclassroom

2.2.Someone from within the schoolSomeone from within the school

3.3.Someone from the local community Someone from the local community or from outside the communityor from outside the community

4.4.Student-generated connectionsStudent-generated connections

AUTHENTIC CONNECTION: Levels ofAUTHENTIC CONNECTION: Levels ofAuthenticityAuthenticity

1.1.Someone from within the Someone from within the classroomclassroom

2.2.Someone from within the schoolSomeone from within the school

3.3.Someone from the local community Someone from the local community or from outside the communityor from outside the community

4.4.Student-generated connectionsStudent-generated connections


Your task – part 2b:Your task – part 2b: • Brainstorm someone who could provide Brainstorm someone who could provide

the authentic connection for your unit. the authentic connection for your unit. Do not write the letter yet. Simply Do not write the letter yet. Simply determine who it is that will provide the determine who it is that will provide the connection. connection.

• Write a brief description of the scenario Write a brief description of the scenario using the design template.using the design template.


Your task – part 2b:Your task – part 2b: • Brainstorm someone who could provide Brainstorm someone who could provide

the authentic connection for your unit. the authentic connection for your unit. Do not write the letter yet. Simply Do not write the letter yet. Simply determine who it is that will provide the determine who it is that will provide the connection. connection.

• Write a brief description of the scenario Write a brief description of the scenario using the design template.using the design template.

CONTEXT






Emily Alford, 1998


2a. HOOK 2b. Enter the source of your authentic connection in this box.


Your task – part 2c:Your task – part 2c:


Your task – part 2c:Your task – part 2c:• decide the final product thatdecide the final product that students are asked to createstudents are asked to create for the authentic connection.for the authentic connection.

• decide the final product thatdecide the final product that students are asked to createstudents are asked to create for the authentic connection.for the authentic connection.

The Final Team The Final Team Performance: Teacher Performance: Teacher PerspectivePerspective

The Final Team The Final Team Performance: Teacher Performance: Teacher PerspectivePerspective

Targets the local Targets the local benchmarks and standardsbenchmarks and standardsTargets the local Targets the local benchmarks and standardsbenchmarks and standards

The Final Team Performance: The Final Team Performance: Student PerspectiveStudent PerspectiveThe Final Team Performance: The Final Team Performance: Student PerspectiveStudent Perspective

Look how much we know about… !

Gives us bragging rights!

Allows us to apply our knowledge at higher levels!

CONTEXT






Emily Alford, 1998

2c.Enter FTP in this box.

BENCHMARKBENCHMARK•Concepts that students need to know Concepts that students need to know for the rest of their lives.for the rest of their lives.

•Concepts that students use to build Concepts that students use to build an understanding of the world.an understanding of the world.

•Concepts that allow students to Concepts that allow students to scaffold to new understanding and scaffold to new understanding and add to their schema.add to their schema.

BENCHMARKBENCHMARK•Concepts that students need to know Concepts that students need to know for the rest of their lives.for the rest of their lives.

•Concepts that students use to build Concepts that students use to build an understanding of the world.an understanding of the world.

•Concepts that allow students to Concepts that allow students to scaffold to new understanding and scaffold to new understanding and add to their schema.add to their schema.

TEACHING & LEARNING TEACHING & LEARNING EVENTSEVENTS

Activities in which students Activities in which students will participate to help them will participate to help them reach the benchmark and reach the benchmark and develop the product.develop the product.

TEACHING & LEARNING TEACHING & LEARNING EVENTSEVENTS

Activities in which students Activities in which students will participate to help them will participate to help them reach the benchmark and reach the benchmark and develop the product.develop the product.

BENCHMARK BENCHMARK

OR OR

TEACHING AND TEACHING AND LEARNING EVENT?LEARNING EVENT?

BENCHMARK BENCHMARK

OR OR

TEACHING AND TEACHING AND LEARNING EVENT?LEARNING EVENT?

1.1.Use GIS technologies to Use GIS technologies to create a map of our towncreate a map of our town

2.2.Use a map to navigate and Use a map to navigate and determine location determine location

3.3.Map olympics - race to Map olympics - race to locate pointslocate points

1.1.Use GIS technologies to Use GIS technologies to create a map of our towncreate a map of our town

2.2.Use a map to navigate and Use a map to navigate and determine location determine location

3.3.Map olympics - race to Map olympics - race to locate pointslocate points

1.1.Create a chart showing Create a chart showing energy sources and energy sources and availability. availability.

2.2.Organize and display data Organize and display data using pictures, charts, and using pictures, charts, and graphs.graphs.

1.1.Create a chart showing Create a chart showing energy sources and energy sources and availability. availability.

2.2.Organize and display data Organize and display data using pictures, charts, and using pictures, charts, and graphs.graphs.

1.1.Do a virtual scavenger hunt to capture Do a virtual scavenger hunt to capture pictures of volcanoes and The Ring of pictures of volcanoes and The Ring of Fire. Those pictures will become a part of Fire. Those pictures will become a part of a interactive map to be included in a a interactive map to be included in a website.website.

2.2.Model types and calculate rate of erosion Model types and calculate rate of erosion using a stream table.using a stream table.

3.3.Identify and describe ways in which the Identify and describe ways in which the earth’s geophysical features have changed earth’s geophysical features have changed over time.over time.

1.1.Do a virtual scavenger hunt to capture Do a virtual scavenger hunt to capture pictures of volcanoes and The Ring of pictures of volcanoes and The Ring of Fire. Those pictures will become a part of Fire. Those pictures will become a part of a interactive map to be included in a a interactive map to be included in a website.website.

2.2.Model types and calculate rate of erosion Model types and calculate rate of erosion using a stream table.using a stream table.

3.3.Identify and describe ways in which the Identify and describe ways in which the earth’s geophysical features have changed earth’s geophysical features have changed over time.over time.

1.1. Prior to watching a video of insects in their Prior to watching a video of insects in their environment, ask students to notice how the environment, ask students to notice how the insects are able to protect themselves. After the insects are able to protect themselves. After the video work in teams, to list the means of video work in teams, to list the means of protection. protection.

2.2. Analyze defense mechanisms and determine Analyze defense mechanisms and determine how living things protect themselves in their how living things protect themselves in their environment.environment.

3.3. Take a neighborhood walk and notice how Take a neighborhood walk and notice how animals protect themselves in the environment. animals protect themselves in the environment. Write an expository essay on this topic.Write an expository essay on this topic.

1.1. Prior to watching a video of insects in their Prior to watching a video of insects in their environment, ask students to notice how the environment, ask students to notice how the insects are able to protect themselves. After the insects are able to protect themselves. After the video work in teams, to list the means of video work in teams, to list the means of protection. protection.

2.2. Analyze defense mechanisms and determine Analyze defense mechanisms and determine how living things protect themselves in their how living things protect themselves in their environment.environment.

3.3. Take a neighborhood walk and notice how Take a neighborhood walk and notice how animals protect themselves in the environment. animals protect themselves in the environment. Write an expository essay on this topic.Write an expository essay on this topic.


Your Task – Part 1Your Task – Part 1

•Return to your web.Return to your web.

•Determine which concept should Determine which concept should be taught first.be taught first.

•Number the remaining concepts Number the remaining concepts in the order they will be taught.in the order they will be taught.


Your Task – Part 1Your Task – Part 1

•Return to your web.Return to your web.

•Determine which concept should Determine which concept should be taught first.be taught first.

•Number the remaining concepts Number the remaining concepts in the order they will be taught.in the order they will be taught.

3

1

2

4

FABLES

1. Describe the characteristics of a fable

2. Explain the use of personification

3. Identify the source of conflict

Analyze a set of fables to show their similarities and their use of conflict, character development, and a moral.

GEOGRAPHY AND WEATHER

1. Describe landforms in the U. S.

2. Explain the water cycle

3. Name the stages of the water cycle in each season.

Compare how seasons and landforms affect changes in weather patterns within regions of the US.

MATH PROBLEM – SOLVING

1. Multiply multi-digit numbers

2. Divide numbers using decimals

3. Multiply and divide numbers to change decimal values and pounds

Use computational results to analyze and compare costs of energy.

Biomes

1. Identify and describe features of each biome.

2. Explain food chains and webs.

Compare interactions of living things within biomes.


YOUR TASK – Part 2YOUR TASK – Part 2

Use the Power Verbs to turn your Use the Power Verbs to turn your concepts into benchmarks.concepts into benchmarks.

After you have written your After you have written your benchmarks – align them to the benchmarks – align them to the Illinois Goals and Learning Illinois Goals and Learning StandardsStandards..


YOUR TASK – Part 2YOUR TASK – Part 2

Use the Power Verbs to turn your Use the Power Verbs to turn your concepts into benchmarks.concepts into benchmarks.

After you have written your After you have written your benchmarks – align them to the benchmarks – align them to the Illinois Goals and Learning Illinois Goals and Learning StandardsStandards..

CONTEXTGoals/Standards: (#’S) CONTENT

Engaging the Learner




Emily Alford, 1998


State Goal 12: understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.Standard C: Know and apply concepts that describe properties of matter and energy and the interactions between them.• identify and categorize uses of energy and determine amount and cost of energy used• determine how natural resources are transformed into useable power• evaluate energy sources most appropriate for reducing environmental impact and preserving future supply

End of Day OneEnd of Day OneEnd of Day OneEnd of Day One

Day TwoDay TwoDay TwoDay Two

• Investigating InformationInvestigating Information

• Answering some questionsAnswering some questions

• Asking more...Asking more...

• Investigating InformationInvestigating Information

• Answering some questionsAnswering some questions

• Asking more...Asking more...

Semantic Features ChartSemantic Features Chart

History ofuse: pastand present

Cost factors Threats toenvironment

Availability

oil

coal

biomass

dams

solar

naturalgas

Teaching & Learning Teaching & Learning EventsEvents

Begin to design classroom Begin to design classroom activities that will help your activities that will help your students reach the students reach the benchmarksbenchmarks..

Teaching & Learning Teaching & Learning EventsEvents

Begin to design classroom Begin to design classroom activities that will help your activities that will help your students reach the students reach the benchmarksbenchmarks..

CONTEXT






Emily Alford, 1998


• students read letter and complete task analysis; ask questions based on opening activities and letter

• inquiry begins with students seeking information from a variety of sources• jigsaw information in teams, organize and share with class• mini lessons begin

Benchmark • activity• activity• activity• activity

Benchmark • activity• activity• activity

• determined coal usage

In modeling the opening we:• brainstormed appliances

• calculated costs• received the letter

Important Points About T/L EventsImportant Points About T/L Events

1.1. At this point your T/L events are just a sentence or At this point your T/L events are just a sentence or two. Complete lesson plans can be written later.two. Complete lesson plans can be written later.

2.2. Every T/L Event should tie directly to one of your Every T/L Event should tie directly to one of your benchmarks.benchmarks.

3.3. T/L Events can be science experiments, interviews, T/L Events can be science experiments, interviews, field trips, demonstrations, simulations, text book field trips, demonstrations, simulations, text book work, video, Webquests, software. work, video, Webquests, software.

4.4. Some of your T/L Events will be used as individual Some of your T/L Events will be used as individual assessments.assessments.

5.5. Remember to incorporate technology into your Remember to incorporate technology into your teaching and learning events.teaching and learning events.

Important Points About T/L EventsImportant Points About T/L Events

1.1. At this point your T/L events are just a sentence or At this point your T/L events are just a sentence or two. Complete lesson plans can be written later.two. Complete lesson plans can be written later.

2.2. Every T/L Event should tie directly to one of your Every T/L Event should tie directly to one of your benchmarks.benchmarks.

3.3. T/L Events can be science experiments, interviews, T/L Events can be science experiments, interviews, field trips, demonstrations, simulations, text book field trips, demonstrations, simulations, text book work, video, Webquests, software. work, video, Webquests, software.

4.4. Some of your T/L Events will be used as individual Some of your T/L Events will be used as individual assessments.assessments.

5.5. Remember to incorporate technology into your Remember to incorporate technology into your teaching and learning events.teaching and learning events.


Your task is to design the Your task is to design the teaching and learning teaching and learning events that will lead your events that will lead your students toward mastery students toward mastery of each benchmark.of each benchmark.


Your task is to design the Your task is to design the teaching and learning teaching and learning events that will lead your events that will lead your students toward mastery students toward mastery of each benchmark.of each benchmark.

CONTEXT


CONTENT





Emily Alford, 1998


As you design T/L Events enter them into this box. Just a sentence or two to describe the event.

Assessment:Assessment:Assessment:Assessment:

Individual AccountabilityIndividual AccountabilityAndAnd

Team ResponsibilityTeam Responsibility

Individual AccountabilityIndividual AccountabilityAndAnd

Team ResponsibilityTeam Responsibility

Holding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableHolding Individuals Accountable

InformationInformationInformationInformation Product: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team Performance

First individual assessment

Unit EndsUnit EndsUnit EndsUnit Ends

Second individual assessment

Teams work on product


Third individual assessment


CONTEXT






Emily Alford, 1998


• students read letter and complete task analysis; ask questions based on opening activities and letter

• inquiry begins with students seeking information from a variety of sources• jigsaw information in teams, organize and share with class• mini lessons begin

Benchmark • activity• activity• activity• activity

Benchmark • activity• activity• activity

• determined coal usage

In modeling the opening we:• brainstormed appliances

• calculated costs• received the letter

• teams create slides, pictures, text…for FTP

Holding Individuals Accountable inHolding Individuals Accountable inRevolutionary War UnitRevolutionary War Unit

Holding Individuals Accountable inHolding Individuals Accountable inRevolutionary War UnitRevolutionary War Unit

InformationInformationInformationInformation Product: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team Performance

First individual assessment

Unit EndsUnit EndsUnit EndsUnit Ends

Second individual assessment

Team receives information fromall assessments

Team receives information fromall assessments

Third individual assessment

All teams work on productModification suggestedby Christie Samojedny

Identify and describe the major causes of conflict which led to the Revolutionary War and compare to present world conditions.

CONTEXTProfessional Teaching Standards

CONTENTContent Knowledge#1 The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.Instructional Delivery#6 The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.• identify elements of Integrated Curriculum and Instruction Design and inquiry for structuring teaching and planning units of instruction• identify content outcomes for selected unit topic• determine strategies for engaging the learner and plan ways in which students will demonstrate content mastery• analyze links between content, benchmarks and standards and plan teaching and learning events• select format for assessing individual readiness for completing team product


Participants are introduced to the goals for the workshop and shares the unit organizer. Stages of inquiry are introduced by asking participants to share steps in resolving everyday activities in which information is needed in order to make a decision.

The instructor models a unit opening using information on energy costs and coal usage. A letter of request from a town leader to share information about the topic is used to focus the task.

Teaching and Learning Events*• ICID training begins following modeling; PowerPoint is used to guide work• select unit topics, map concepts• teams view examples of other teaching units with interesting preparatory sets (hooks) and authentic connections• plan unit opening and complete the first part of the unit organizer• select format teams will use for the final performance and write description which include concepts from map• inquiry (internet search) to identify resources to supplement textbook materials (activities, hot lists, web quests, lesson plans, reading materials for students, etc.)• mini lesson: writing local benchmarks; teams use concept maps and power verbs to write outcomes; align to Illinois Learning Goals and Standards• continue inquiry into Energy; read short articles overnight• teams jigsaw information, organize and share with class• review stages of implementation using PowerPoint• begin designing teaching and learning events for each benchmark

Individual Student Assessments• Each section of unit is reviewed by instructor.• map and local benchmarks show higher level performances for students• the context for learning provides student the “big picture’ for the unit and focused direction with the authentic connection• benchmarks are differentiated; teaching and learning events

are aligned to benchmarks

Final Team PerformanceTeachers create units using the ICID template including targeted Illinois Goals/Standards, strategies for engaging students in real-world contexts, teaching and learning events and assessments. = outcome is assessed

(Number refers to assessment)

Emily Alford, 1998*Numbers after Teaching and Learning Events refer to assessments

Integrated Curriculum and Instruction Design: Inquiry-Based LearningAuthor: Emily C. Alford Grades: K - 12

CONTEXT


CONTENT





Emily Alford, 1998

Return to your local benchmarks and standards. Ask yourself:: “How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)?”Select a format for checking student knowledge.

• use ration and proportion and draw to scale

• create a garden design using measurements given for area at a scale of 5:1; graph location of plants in courtyard using given coordinates

AssessmentAssessmentAssessmentAssessmentDuring this training we have focused on the development of a strong science or During this training we have focused on the development of a strong science or social studies unit that uses Inquiry Based Learning. It is important that you assess social studies unit that uses Inquiry Based Learning. It is important that you assess individual students to determine if they have reached the benchmarks. How can individual students to determine if they have reached the benchmarks. How can you do that? Students can complete or produce some of the following: you do that? Students can complete or produce some of the following:

teacher-made teststeacher-made tests chapter testschapter tests modelsmodels

essaysessays graphic organizersgraphic organizers demonstrationsdemonstrations

diagramsdiagrams speechesspeeches charts charts

graphsgraphs open ended problemsopen ended problems collection of measurementscollection of measurements

In the second training, we will focus on assessment to help you reach the following In the second training, we will focus on assessment to help you reach the following goals:goals:

•involving students in designing and using assessmentsinvolving students in designing and using assessments

•creating assessments that are seamless and on-goingcreating assessments that are seamless and on-going

•using a variety of assessment methodsusing a variety of assessment methods

•matching assessment methods to targetsmatching assessment methods to targets

•communicating student achievementcommunicating student achievement

During this training we have focused on the development of a strong science or During this training we have focused on the development of a strong science or social studies unit that uses Inquiry Based Learning. It is important that you assess social studies unit that uses Inquiry Based Learning. It is important that you assess individual students to determine if they have reached the benchmarks. How can individual students to determine if they have reached the benchmarks. How can you do that? Students can complete or produce some of the following: you do that? Students can complete or produce some of the following:

teacher-made teststeacher-made tests chapter testschapter tests modelsmodels

essaysessays graphic organizersgraphic organizers demonstrationsdemonstrations

diagramsdiagrams speechesspeeches charts charts

graphsgraphs open ended problemsopen ended problems collection of measurementscollection of measurements

In the second training, we will focus on assessment to help you reach the following In the second training, we will focus on assessment to help you reach the following goals:goals:

•involving students in designing and using assessmentsinvolving students in designing and using assessments

•creating assessments that are seamless and on-goingcreating assessments that are seamless and on-going

•using a variety of assessment methodsusing a variety of assessment methods

•matching assessment methods to targetsmatching assessment methods to targets

•communicating student achievementcommunicating student achievement

Guided PracticeGuided PracticeGuided PracticeGuided Practice

• Determine how you will know if students Determine how you will know if students have hit the targeted benchmarks and have hit the targeted benchmarks and standard standard

• Select the assessment tools you will use Select the assessment tools you will use to measure student progressto measure student progress

• Determine how you will know if students Determine how you will know if students have hit the targeted benchmarks and have hit the targeted benchmarks and standard standard

• Select the assessment tools you will use Select the assessment tools you will use to measure student progressto measure student progress

Engaged Learning Indicators (adapted from NCREL)

Yes No Vision of Learning

Learner is involved in decision making, has big picture, develops a repertoire of thinking/learning strategies, finds purpose and meaning…

Tasks Unit pertains to real world; difficult but not totally frustrating; integrates disciplines…

Assessment Involves a performance or demonstration and has meaning for the learner…

Instructional Model

Teacher or program empowers students to take action; instruction oriented to constructing meaning…

Learning context Activities are collaborative; bring multiple perspectives and perspectives contribute to shared understanding for all; beyond brainstorming…

Grouping Small groups of different abilities; organized for different instructional purposes…

Student roles Explore new ideas/tools; encouraged to teach others; develop of real use to themselves/other…

writing an inquiry unit writing an inquiry unit. inquiry by design authored by dr. emily c. alford...

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